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Brain Respiration PDF
Brain Respiration PDF
Acknowledgements:
The authors would like to thank Mrs. Beverly Mathis, the principal of K.R
Booker Elementary School, for her vision in helping children and allowing
us to work with K.R. Booker Elementary School as our pilot project. We
want to thank the teachers, students, and staff of K.R. Booker for their
support in opening their classrooms so we were able to implement the Brain
Respiration (BR) Program in a school setting.
We extend our gratitude to Dr. Ilchi Lee, who paved the way through his
love for all humanity and concern for an ailing society, rediscovered the
teachings of Dahn-Hak method for busy people like us all.
We would also like to thank Jung Lee for his continuous encouragement and
belief in our vision to inspire us to teach Brain Respiration to school
children.
With sincere gratitude,
Sarah Hayes, Marianne Lampi & Geoffrey Leigh
The University of Nevada, Reno is an equal opportunity affirmative action employer and does not
discriminate on the basis of race, color, religion, sex, age, creed, national origin, veteran status,
physical or mental disability, or sexual orientation, in any program or activity it operates. The
University of Nevada employs only United States citizens and aliens lawfully authorized to work in
the United States.
Brain Respiration:
Building a Better Brain
What is Brain Respiration?
Brain Respiration (BR) is a powerful technique to energize the brain.
There is no greater way to human understanding than through the brain. BR
is based on the knowledge that by transforming the brain, we can direct our
physical, emotional, and mental functioning. There are many secret buttons
inside our brain that direct the functioning of different systems. The
problems arise when these buttons do not function or are out of order. When
problems arise, BR is designed to fix them. There are many children who
are suffering from all kinds of illness and brain dysfunctions. BR could help
with many of these problems.
BR is a special kind of breathing that makes the brain active by using
the Bio-energy or power of life. Through the use of BR, the blood and the
energy circulation is activated. By activating the blood and energy, more
blood is brought to the brain, stress is relieved, and a peaceful state of mind
can be achieved. BR not only works on the function of the left brain, where
most people have greater development, but it restores the whole brain
function and thereby helps the child to find his/her whole or true self.
BR has its own origin in Dahn Hak, the Korean traditional discipline
for training the body and mind. This tradition began some 10,000 years ago
and has just recently been revived and modernized by Dr. Seung Heun Lee.
While children are exposed to this approach more often in Korea, there are
only a couple of public schools in the United States where this program is
being tested. Schools in the Cabrini Green housing project in Chicago are
piloting it as part of their curriculum. Noticeable benefits have been
observed in the areas of better attendance, more positive attitudes and
behavior, more cooperation with others, and more motivation to learn.
Overview of the Program
The Brain Respiration (BR) program on brain and body development
consists of three areas: Wake-Up Gym, Energy Focusing, and Brain
Building. These are different approaches to health and development for
children that can be done during three short periods of the school day.
The first area is a stretching program that can wake-up the body and
help children prepare for the school day. It is designed to stimulate the
bodys meridian system, which is the system that carries energy to all parts
of the body, like the veins and arteries carry blood to all of the major organs
and systems of the body. Much of the research being funded by the new
Kim, Young Youn, Choi, J. M., Kim, S. Y., Park, S. K., Lee, S. H., & Lee,
K. H. (2001). Changes in EEG of children during brain respiration
training. American Journal of Chinese Medicine, 29.
Lee, Seung-Heun (1997). Dahn meditation. Seoul, Korea: Dahn
Publishing Co.
Lee, Seung-Heun (1998). Brian respiration. Seoul, Korea: Han Mun Hwa
Publishing Co
Lee, Seung-Heun (1999a). The way to light up your divinity. Seoul,
Korea: Dahn Publishing Co.
Lee, Seung-Heun (1999b). The way to perfect health. Seoul, Korea: Dahn
Publishing Co.
Lee, Seung-Heun (2000). Healing society. Charlottesville, VA: Walsch
Books.
Lee, Ilchi. (2002a). Brain respiration: Making your brain creative,
peaceful, and productive. Las Vegas, NV: Healing Society.
Lee, Ilchi. (2002b). The twelve enlightenments for healing society.
Charlottesville, VA: Hampton Roads Publishing Co.
Park, Sang Ku, Lee, Seung-Heun, & Lee, Kun Ho (2000). Changes in
stress-induced hormone levels during the Brain Respiration training.
Manuscript.
Slade, Neil (2001). What is Brain Music and what makes it different.
http//:www.h2net.net/p/nslade/music/question.html.
Yu, Sung-mo, & Chang, Hui-yong (1998). Research on Brain Respirations
substantial effects. Paper presented at the Ninth Annual Korean
Jungshun Science Symposium, Seoul, Korea.
Chapter 1
WAKE-UP GYM EXERCISES
TWISTING ARMS
With arms extended horizontally from the shoulders, twist from the
shoulders so that the palms are facing opposite direction up and down. Head
follows the palm that is twisted upward.
Effect: Make wrists and shoulders flexible and energetic, and
decreases the fat in the muscles in arms.
STRENGTHENING NECK
Drop head with chin to chest and lift backward extending chin as head drops
back. Turn head from left to right placing chin over shoulder. Try to see
shoulder. Drop left ear to touch left shoulder, and then reverse. Rotate head
gently dropping chin to chest. Rotate completely to left. Then reverse in
complete rotation.
Effect: Relieves headache and heat in the head, activates the
circulation of blood and energy strengthening the muscles of the neck.
SPINE STRETCHING
(Backward Roll)
In squatting position locking arms around knees, roll backward along the
spine using the energy to roll forward to the original position. The exercise
works on the momentum of the movement.
Effect: Makes the entire spinal cord flexible, and activates the inner
organs.
HEAD TO KNEE
With feet together and legs straight, breathe in, then release the breath and
slowly bring hands down towards ankles as far as possible. Grab the leg or
ankle and hold for 3-5 seconds, then release. Repeat the breathing and
stretching, trying to grab slightly lower on the leg or ankle. Slowly repeat a
third time, grabbing slightly lower than the second time. Each time, try to
hold 3-5 seconds before releasing.
Effect: Stretches the hamstring and leg muscles, and strengthens
them.
HIP ROTATION
With legs open more than shoulder width apart and hands on hips, lift left
leg rotate in circular motion from outside of body to inside. Then lift right
leg and do the same rotation from outside of body to inside. Switch direction
from inside of body to outside. Concentrate your mind on the hip joints.
Effect: Increases flexibility in hip joints.
Warning: Concentrate in the hip joints while rotating slowly.
BACK STRETCH
Sitting on the floor with legs extended and together, straighten and extend
from the back while reaching forward grasping the soles of the feet. Bounce
upper body toward legs. Repeat.
Effect: Stimulates the kidneys and bladder. Activates the blood
circulation in the legs, and relieves the sympathetic and
parasympathetic nerve.
Warning: Keep the legs extended and together, and bounce upper
body slightly, deeper and deeper.
ARM THROW
With legs shoulder width apart, throw the arms to the sides like splashing the
water from your fingertips. Repeat the same motion forward, upward, and
downward.
Effect: Reduces any pain in the neck or shoulders and warms cold
fingertips.
THIGH STRETCH
Bend the right knee and stretch the left leg out behind the body. Place the
left hand on the floor and right hand on the right knee. Gently bounce to gain
flexibility. Repeat this motion with the opposite leg.
Effect: This movement will stretch the thighs, reduce tension in the
legs and prevent bowing of the legs.
WAIST ROTATION
Standing with legs shoulder width apart, placing both hands on the waist.
Rotate the hips to the right. Repeat this motion in the opposite direction.
Effect: This movement increases flexibility for the waist muscles and
hip joints, assisting the body in keeping balance.
STIMULATING INTESTINES
Stand with your feet shoulder distance apart. Bend the knees slightly. Place
hands on the abdominal area forming a triangle with the index fingers and
the thumbs. Place the thumbs on your navel while resting your hands below.
Breathe in through the nose with the tongue on the palate extending the
abdomen. Breathe out pulling the abdomen toward the back. To concentrate
better, close your eyes or keep them half shut. Do this exercise 100 300
times in a rhythmic movement. Begin gently and increase the repitions
slowly. This exercise may also be done lying down or sitting. Beginners find
it easier to do lying down.
Effect: Relieves and activates all inner organs, and prevents chronic
constipation.
TWISTING ARMS
With both arms extended in front of the body cross wrists and grasp hands.
Turn hands over and inward toward the body. Breathe in while extending
arms out making a kind of loop. Drop head gently backward. As you are
unfolding from this position exhale. Reverse hands and repeat.
Effect: Relieves shoulders and every joint in arms. Activates the
circulation of energy and blood in the neck.
STRENGTHENING KNEES/LEGS
With feet evenly together and knees tight together, bend forward at the waist
with hands on knees with pressure. With back extended at a right angle,
bounce gently forward feeling the pull at the back of legs. Following in the
same position with hands still on knees, bend knees forward and squat. Next,
with feet flat on the floor, knees and hands in the same position, rotate knees
in a circle first to left then to right. Next, bending with hands on knees
separate knees in a squatting position, rotate knees outward and inward.
Reverse motion.
Effect: Relieves and strengthens knee joints, preventing disease of the
knees.
Warning: Look forward in squatting position and look down with the
knees straight.
SIDE STRETCH
Stand with both legs shoulder width apart clasp hands together with the
palms facing outward. Raise arms over the head and bend, first to the left as
far as possible, and then to the right.
Effect: Stretches the sides of the body. Aids in flexibility.
Chapter 2
ENERGY FOCUSING EXERCISES
The following exercises are designed for children and adults to
experience the energy contained in the body and increase their sensitivity to
the human energy field. More importantly, the exercises help children learn
to focus their energy, which can be important for mastering complex
physical, emotional, and mental skills.
The exercises are most useful if done every day or at least three times
a week. Soft, relaxing background music can help children focus their
energy and keep their concentration on the exercise.
These exercises were developed for this program with the assistance
of Master Jung Lee or adapted from the following materials:
Lee, Seung Heun (1997). Dahn Meditation. Seoul, Korea: Dahn
Publishing Co.
Lee, Seung Heun (1997). Brain Respiration. Seoul, Korea: Han Mun Hwa
Publishing Co.
Lee, Seung Heun (1997). The Way to Perfect Health. Seoul, Korea: Dahn
Publishing Co.
Lee, Ilchi (2002). Brain Respiration. Las Vegas, NV: Healing Society.
The photographs are original and taken for this manual with the
assistance of children involved at the Brain Respiration Summer Camp and
at the Las Vegas Dahn Center.
Fingertip Tapping
Concept: To experience the energy our brains and bodies use to function.
Aids students in stress reduction, focused attention and increased
concentration.
Objective: Students will focus energy sensations felt by tapping fingers
together.
Materials Needed: Teacher-guided relaxation techniques.
Relaxing music (optional)
Time: 4-6 minutes
Method:
a. Students sit comfortably (on their chairs, or floor) with backs straight,
away from chair-back, palms together, and eyes closed.
b. Teacher instructs students to relax their bodies, holding no
tension. Teacher instructs the students to breathe in deeply and exhale
all of the tension through their mouths, making a slight hissing noise.
c. Teacher instructs students to tap fingers together to make warm (this
is a helpful method to feel energy for beginning sessions.) Teacher
should instruct students to do this for one minute.
d. Teacher instructs students to stop, pulling their palms slowly apart,
still focusing their concentration on feeling the energy sensation
between their palms. (Students should keep hands no further apart
than where they can feel the energy sensation between their palms).
Teacher should instruct the students to concentrate on their fingertips
and palms.
e. Teacher instructs the students to push and pull the energy they feel
between their fingertips and palms by moving their hands closer
together and further apart.
f. After a few minutes of feeling the sensation of the energy between the
hands, ask the students to inhale and then exhale. Repeat 3 times.
Instruct students on last breath to inhale all the way down to their
abdomen and out their mouths making a hissing noise.
Energy Focusing
Concept: To experience the energy our brains and bodies use to function.
Aids students in stress reduction, focused attention and increased
concentration.
Objective: Students will focus energy (heat) between the palms of their
hands.
Materials Needed: Teacher-guided relaxation techniques.
Relaxing music (optional)
Time: 4-6 minutes
Method:
a. Students sit comfortably (on their chairs, or floor) with backs straight,
away from chair-back, palms together, and eyes closed.
b. Teacher instructs students to relax their bodies, holding no tension.
Teacher instructs the students to breathe in deeply and exhale all of
the tension through their mouths, making a slight hissing noise.
b. Teacher instructs students focus on their palms, rubbing them together
to make warm ( this is a helpful method to feel energy for beginning
sessions).
c. Teacher instructs students to pull their palms slowly apart, still
focusing their concentration on feeling the energy (heat) sensation
between their palms. (Students should keep hands no further apart
than where they can feel the energy sensation between their palms.)
Teacher should instruct the students to concentrate on their palms.
d. Teacher instructs the students to push and pull the energy they feel
between their fingertips and palms by moving their hands closer
together and further apart.
e. After a few minutes of feeling the sensation of the energy (heat)
between the hands, ask the students to inhale and then exhale. Repeat
3 times. Instruct students on last breath to inhale all the way down to
their abdomens and out their mouths making a hissing noise.
* A discussion about the energy sensations felt during this exercise is
helpful. Allow the students to discuss the sensations they felt after the
exercise. *
Energy Ball
Concept: To experience the energy our brains and bodies use to function.
Aids students in stress reduction, focused attention and increased
concentration.
Objective: Students will focus energy ball between the palms of their hands.
Materials Needed: Teacher-guided relaxation techniques.
Relaxing music (optional)
Time: 4-6 minutes
Method:
a. Students sit comfortably (on their chairs, or floor) with backs
straight, away from chair-back, palms together, and eyes closed.
b. Teacher instructs students to relax their bodies, holding no tension.
Teacher instructs the students to breathe in deeply and exhale all of
the tension through their mouths, making a slight hissing noise.
c. Teacher instructs students to focus on their palms, feeling the electric
sensation and pulse between the palms.
d. Teacher instructs students to pull their palms slowly apart, still
focusing their concentration on feeling the energy (heat) sensation
between their palms. (Students should keep hands no further apart
than where they can feel the energy sensation between their palms.)
Teacher should instruct the students to concentrate on their palms
tuning into every bodily sensation
e. Teacher instructs the students to cup their hands around the electrical
sensation, as if holding a ball. Ask the students to rotate one hand
forward and one hand backward. Then reverse the direction of each
hand, as if feeling a ball between the palms.
f. Teacher instructs the students to play with the ball of energy theyve
imagined in front of them. They can make the ball grow larger or
smaller depending on the energy sensation of their ball.
g. After a few minutes of feeling the sensation of the energy ball
between the hands, ask the students to inhale and then exhale. Repeat
3 times. Instruct students on last breath to inhale all the way down to
their abdomens and out their mouths making a hissing noise.
Energy Columns
Concept: To experience the energy our brains and bodies use to function.
Aids students in stress reduction, focused attention and increased
concentration.
Objective: Students will focus energy columns on the palms of their hands.
Materials Needed: Teacher-guided relaxation techniques.
Relaxing music (optional)
Time: 4-6 minutes
Method:
a. Students sit comfortably (on their chairs, or floor) with backs
straight, away from chair-back, palms together, and eyes closed.
b. Teacher instructs students to relax their bodies, holding no tension.
Teacher instructs the students to breathe in deeply and exhale all of
the tension through their mouths, making a slight hissing noise.
c. Teacher instructs students to imagine that they are holding a heavy
object in each palm. Teacher asks students to slowly raise one palm
and lower the other palm at the same time.
d. Teacher instructs students to move hand very slowly, focusing their
attention on every sensation. The teacher tells the students to imagine
the weight in the palm of each hand to be a column reaching the sky.
Teacher instructs the students to move the energy columns up and
down with the movement of their hands.
e. After a few minutes of feeling the sensation of the energy column on
their palms, ask the students to inhale and then exhale. Repeat 3 times.
Instruct students on last breath to inhale all the way down to their
abdomens and out their mouths making a hissing noise.
Energy Breathing
(synchronized with breath)
Concept: To experience the energy our brains and bodies use to function.
Aids students in stress reduction, focused attention and increased
concentration.
Objective: Students will focus energy sensation between the palms of their
hands synchronizing the movements with breathing.
Materials Needed: Teacher-guided relaxation techniques.
Relaxing music (optional)
Time: 4-6 minutes
Method:
a. Students sit comfortably (on their chairs, or floor) with backs straight,
away from chair-back, palms together, and eyes closed.
b. Teacher instructs students to relax their bodies, holding no tension.
Teacher instructs the students to breathe in deeply and exhale all of
the tension through their mouths, making a slight hissing noise.
c. Teacher instructs students to focus on their palms, feeling their pulse
and energy sensations between the palms
d. Teacher instructs students to pull their palms slowly apart, still
focusing their concentration on feeling the energy (heat) sensation
between their palms. (Students should keep hands no further apart
than where they can feel the energy sensation between their palms.)
Teacher should instruct the students to concentrate on their palms,
tuning into every bodily sensation.
e. Teacher instructs the students to slowly inhale through their nose all
the way down to the abdomen. While inhaling slowly, students should
pull their hands apart. Upon exhaling, students bring their hands
closer together, synchronizing their hand movements with their
breathing (see illustration.)
f. Teacher instructs the students to push and pull the energy they feel
between their palms by moving their hands closer together and farther
apart synchronized with their breathing.
g. After a few minutes of feeling the sensation of the energy between the
hands, ask the students to inhale and then exhale. Repeat 3 times.
Instruct students on last breath to inhale all the way down to their
abdomens and out their mouths making a hissing noise.
* A discussion about the energy sensations felt during this exercise is
helpful. Allow the students to discuss the sensations they felt after the
exercise.*
Figure 1
Finger Palm Tapping
Figure 2
Fingertip Tapping
Figure 3
Energy Focusing
Figure 4
Energy Ball
Figures 5
Rolling Energy Ball
Figure 6
Energy Columns
Figures 7
Synchronized Breathing
Chapter 3
BRAIN BUILDING EXERCISES
The following exercises are designed for children and adults to
stimulate and clean the energy of the brain. These exercises are an
important part of a complete Brain Respiration Program and should be
included every day or at least three times a week. Prior to doing the Brain
Building Exercises, it is most helpful if students participate in at least a short
period of the Wake-Up Gym Exercises and have had some experience with
the Energy Focusing Exercises. These latter exercises help students get
comfortable spending a short period learning how to focus their energy
through the focusing of their intention.
Soft, relaxing background music can be a useful part of the exercises,
helping children to be comfortable and to maintain their concentration on the
exercise. The music should not be too loud, and repetition of music can be
helpful so that they focus on the energy rather than the tune or musical
sounds.
These exercises were developed for this program with the assistance
of Master Jung Lee or adapted from the following materials:
Lee, Seung Heun (1997). Dahn Meditation. Seoul, Korea: Dahn
Publishing Co.
Lee, Seung Heun (1997). Brain Respiration. Seoul, Korea: Han Mun Hwa
Publishing Co.
Lee, Seung Heun (1997). The Way to Perfect Health. Seoul, Korea: Dahn
Publishing Co.
Lee, Ilchi (2002). Brain Respiration. Las Vegas, NV: Healing Society.
The photographs are original and taken for this manual with the
assistance of children involved at the Brain Respiration Summer Camp and
at the Las Vegas Dahn Center.
The Brain Circuit diagrams and exercises were developed and
reproduced with permission from the Brain Respiration Workbook, (High
School/Adult Level C Phase 3.2-1) a part of the Joyful Brain Respiration
Program developed by the Dahn Masters at the Dahn Center in Honolulu,
Hawaii.
to different parts of the head so they eventually cover all parts of the
side, top, front, and back of the brain.
g. After 2-3 minutes of cleaning, teacher instructs the students to bring
their palms back down to their knees. Ask them to inhale and then
exhale. Repeat 3 times. Instruct students on last breath to inhale all
the way down to their abdomen and out through their mouths making
a s or hissing sound with their tongues near the roof of their mouth.
* Note: Student is visually tracking the Infinity Sign (number eight on its
side) using his thumb. This is a variation to the drawing method. For best
results, have students focus on their thumbnail while making the infinity
sign motion. Instruct students to only motion the infinity sign as fast as or
slow as their eyes can follow. *
Rotating Plates
Have students stand with feet shoulder width apart and knees bent
slightly. Have them put their left hand on their waist, holding their right
hand in front of them, palm up about the height of their navel. The right
elbow should be slightly in front of the body. In a swinging motion, bring
the palm towards the navel, keeping the palm up at all times as if holding a
plate. Bring the palm through and moving out away from the body after
passing the abdomen, forming almost a complete circle. As the palm
approaches a complete circle, begin to move the right arm and palm upward
towards the left side of the head, sweeping the hand over the head from left
to right, then bringing it back downward to the original position. This
double circle (first near the navel and a second over the head) forms an eight
pattern in the air.
Begin with the right hand and repeat 10 times.
Then do the same pattern with the left hand, moving it in the opposite
direction from the right hand. Repeat this 10 times.
Then combine the patterns, using the right and left hand
simultaneously. This also should be repeated 10 times.
*As students continue to practice energy mirroring, the teacher can instruct
the students to begin the energy mirroring exercise without touching palms.
* A discussion about the energy sensations felt during this exercise is
helpful. Allow the students to discuss the sensations they felt after the
exercise.*
Brain Geometrics
Instruct the students to raise their right arm drawing a circle in the air.
Repeat this motion 10 times. Instruct students to point their left foot
while drawing a triangle on the ground. Repeat this motion 10 times.
Next, instruct the students to draw both the triangle and circle at the same
time. After a few rotations, ask the students to switch to the opposite side.
Cross-patterning
Instruct the students to touch their right elbow to their left knee as they
bring their knee up and forward. Repeat on the opposite side, bringing the
left elbow to the right knee. Next, instruct the students to touch their right
hand to their left foot as they bend it up and behind their back. Repeat on
the opposite side, bringing the left hand to the right foot.
Teacher variations can be adapted such as: turning in a circle (both
directions) as the students continue the cross-patterning motions.
Rotating Arms
Instruct the students to rotate their right arm forward using the entire arm.
Next, have the students rotate their left arm backwards using the same
motion. Next, instruct the students to rotate both arms, each arm in the
opposite direction of the other. Then, switch the direction of each arm.
Brain Buttons
Place one hand on the navel while the other hand gently rubs the
indentations between the first and second ribs directly under the
collarbone, to the right of the sternum.
Note: Placing the hand on the abdomen helps to bring attention to the
center of the gravity of the body. These muscles contribute to the balance
of the body. It alerts the brain that there will be incoming sensory input.
The hand rubbing the indentation between the ribs is stimulating the
blood flow through the carotid arteries to the brain.
This is a good exercise to bring students into focus. It can wake them up
and get them ready to learn.
Cross Crawl
Cross lateral walking in place. Touch the right elbow to the left knee and
then the left elbow to the right knee. Perform the movements slowly and
deliberately.
Note: Cross Crawling is like consciously walking, which helps balance
nerve activation across the corpus callosum (bridge between the right and
left hemispheres of the brain.) It is good to do for activating full
body/mind function. Doing this frequently helps to form more nerve
networks and myelin in the corpus callosum, making the communication
between the right and left brain hemispheres better.
Hook-ups
Cross one ankle over the other. Stretch arms out in front of you. Place the
backs of the hands together with the thumbs pointing down. Now lift one
hand over the other, palms facing and interlock the fingers. Bring the
locked hands in towards the body and rest them on the chest with the
elbows down. While in this position, rest your tongue on the roof of your
mouth behind the teeth.
Note: By doing this complex crossover action of the hands, both
hemispheres of the brain are activated. This cross-over configuration
connects emotions in the limbic system with reason in the frontal lobes.
Placing the tongue on the roof of the mouth, brings attention to the midbrain. This helps to release a tongue thrust caused by postural imbalance.
Classroom Resources:
1. Life Magazine
A. The Brain, in Life Magazine, February 1997,
pp.60-63.
2. Highlights for Children, August 1996; Pins and Needles,
p 10.
3. Aliki. (1989). My Five Senses. New York, Crowell, pp.31.
(K-3).
4. Baines, Francesca, (1998). Senses: How We Connect With the
World. Danbury: Grolier Educational.
5. Ballard, Carol. (1998). How Do We Think? Austin: SteckVaughn Co.
6. Barmeier, Jim. (1996). The Brain. San Diego: Lucent
Books.
7. Bennett, Paul (1998). My Brain and Senses. Parsippany:
Silver Press.
8. Brunn-Dowling, Ruth and Bruun, Bertel. (1989). The Brain:
What It Is,What It Does. New York: Green Willow Books.
9. Diamond, Marian C., Schniebel, Arnold B. and Elson,
Lawrence M. (1985). The Human Brain Coloring Book.
New York: Barnes and Noble Books.
Teacher Resources:
1. Gardner, Howard. (1985). Frames of Mind: The theory of
multiple intelligences. New York: Basic Books.
2. Gardner, Howard. (1999a). The Disciplined Mind: What all
students should understand. New York: Simon & Schuster.
3. Gardner, Howard. (1999b). Intelligence Refamed: Multiple
intelligences for the 21st Century. New York: Basic Books.
4. Gordon, Noah. (1995). The Magical Classroom: Creating
effective brain-friendly environments for learning. Tucson,
AZ: Zephyr Press.
5. Dennison, Paul E. and Dennison, Gail E.(1985). Brain Gym:
Teachers Edition, Revised. Ventura, CA: Edu-Kinesthetics,
Inc.
6. Hannaford, Carol. (1997). The Dominance Factor: How
knowing your dominant eye ear, brain, hand & foot can
improve your learning. Arlington, VA: Great Ocean
Publishers.